Section E: Intervention Strategies and Procedures · Section E: Intervention Strategies and...
Transcript of Section E: Intervention Strategies and Procedures · Section E: Intervention Strategies and...
Section E: Intervention Strategies and Procedures
Intervention Strategies
Referral Process
In-School Team Record
Integrated Continuum of Support
A Communication Guide for Parents and Students
E.1
Educational and Other Assessments
Collection, Storage and Distribution of Assessment Information
Request for Student Support Services
Consent to Exchange Personal Student Information
Academic Assessment
E. 15
The IPRC Process
Procedure NP360
Administrator Checklist
Letter of Invitation
Statement of Decision
Request for Special Transportation
Confirmation of Continued IPRC Identification
IPRC Procedure Summary Chart
Parent’s Guide to the IPRC
E. 25
The Individual Education Plan (IEP)
Checklist for Principals
IEP Template
Emergency Health Care/Essential Routine Healthy Services Plan
Safety Plan Template
The Individual Education Plan (IEP) - Guide for Parents
E. 44
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INTERVENTION STRATEGIES
Support Measures
By closely monitoring the learning process for each student, the teacher is able to identify the instructional and assessment strategies necessary to support student success. The teacher can select from a variety of strategies to support different learning styles, provide alternative approaches to learning, adjust pace or depth, or provide one-on-one or small group instruction. More specifically, the Learning for All K-12 document outlines a Student and Class Profile which facilitate the implementation of assessment based practices with universal design, differentiated instruction and the tiered approach to meet individual student’s strengths and needs. A teacher’s plan for intervention considers:
assessment for learning, assessment of learning and assessment as learning
student strengths, needs, abilities and interests;
learning styles and preferences;
the length of time needed for instruction, for practice, and for assessment;
student and parent roles/responsibilities;
resources and alternate strategies to support learning; and
the roles that others can play to support the student’s needs. In some instances, a student will require ongoing support in one or more subject areas. To ensure that this support is sustained, and that key learning needs are addressed, a Student Growth Plan (see Appendix) is developed for students not making the expected progress in one or more areas. The intent of the plan is to focus support according to individual student needs. Where a student does not achieve the curriculum expectations in a course or subject the Principal and teaching staff, in consultation with the parents and the student, will determine what interventions or type of program would best enable the student to meet the expectations. When intensive intervention is required, students may be recommended to an In-School-Team. In this case, discussion will first focus on the results demonstrated as a result of the Student Growth Plan. The students’ social-emotional well-being will also be considered. Information will also be drawn from the students’ All About Me/Individual Pathway Plan portfolios and/or the Transition Plan in the Individual Education Plan (IEP). Should further support be necessary, a follow-up In-School Team may suggest accessing additional support from members of the Interdisciplinary Team (IDT), as appropriate. The following diagrams outline the In-School Team referral process and a continuum of available Board supports.
These procedures are a part of a continuous assessment and program planning process which should be initiated when a child is first enrolled in school or no later than the beginning of a program of studies immediately following Kindergarten and should continue throughout a child’s school life:” (Policy/Program Memorandum No. 11)
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The Referral Process: Actions and Responsibilities
Note: These actions and responsibilities are also outlined in the table on page E.5.
Action: Classroom Interventions
Goal: Student is successful as a result of program interventions specific to individual needs.
Teacher Responsibilities: o assess student performance o develops and implements a growth plan with student and parents o assesses student growth o implements adjustments o consults with SERT (if necessary)
Special Education Resource Teacher Responsibilities: o works in collaboration with teacher (if requested)
Administrator Responsibilities: o Consults
Support Staff Responsibilities: o Consults
Parent Communication: o teacher describes in-class program adjustments and encourages input o teacher obtains further information from parent/student o teacher consults with parent(s) about student’s progress and results of
interventions
Action: In-School Team
Goal: An effective action plan is developed to ensure student success
Teacher Responsibilities: o requests In-School Team meeting o initiates In-School Team Record o identifies the area(s) of concern o summarizes the student’s strengths and needs relative to the area of
concern o shares information from various assessments o reports on results of interventions
Special Education Resource Teacher Responsibilities: o assists with preparation of In-School Team Record, if needed o is an active member of the problem solving team o recommends strategies, interventions, resources o supports the teacher in gathering further assessment information o administers appropriate assessment tools as recommended by the team o shares assessment results
Administrator Responsibilities: o ensures that in-school team meetings are held as required o appoints chairperson o promotes a collaborative approach to problem solving o focuses discussion on needs of student relative to the Ontario Curriculum o has an awareness of a range of available resources to support the
teacher’s programming needs
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Support Staff Responsibilities: o consults and observes
Parent Communication: o parent contributes further information/concerns o parent could be invited to the In-School Team o As determined by the In-School Team, the teacher, SERT, or
administrator: discusses recommendations provides ongoing information describes testing procedures explains consent forms
Action: Referral to an IPRC
Goal: The Identification, Placement & Review Committee determines the student’s identification and placement.
Teacher Responsibilities: o attends and participates as requested
Special Education Resource Teacher Responsibilities: o attends and participates as requested
Administrator Responsibilities: o invites parents to participate in the IPRC o provides copy of Parent Guide including SEAC information o see IPRC checklist o see IPRC section of the handbook
Parent Communication: o The administrator:
explains the IPRC process to parents discusses updated In-School Team Record and recommended
identification and placement
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The Referral Process: Actions and Responsibilities
Actions Teacher Special Education Resource Teacher
Administrator Support Staff Parent Communication
Classroom
Interventions
GOAL
Student is successful as a
result of program interventions
specific to individual needs
assess student performance
develops & implements a growth plan with student & parents
assesses student growth
Implements adjustments
Consults with SERT (if necessary)
works in collaboration with teacher (if requested)
consults
consults
teacher describes in-class program adjustments & encourages input
teacher obtains further information from parent/student
teacher consults with parent(s) about student’s progress & results of interventions
In-School Team
GOAL
An effective action plan is developed to ensure student
success
requests In-School Team meeting
initiates In-School Team Record
identifies the area(s) of concern
summarizes the student’s strengths and needs relative to the area of concern
shares information from various assessments
reports on results of interventions
assists with preparation of In-School Team Record, if needed
is an active member of the problem solving team
recommends strategies, interventions, resources
supports the teacher in gathering further assessment information
administers appropriate assessment tools as recommended by the team
shares assessment results
ensures that In-School Team meetings are held as required
appoints chairperson
promotes a collaborative approach to problem solving
focuses discussion on needs of student relative to the Ontario Curriculum
has an awareness of a range of available resources to support the teacher’s programming needs
consults
observes
makes
parent contributes further information/ concerns
parent could be invited to the In-School Team
As determined by the In-School Team, the teacher, SERT, or administrator:
discusses recommendations
provides ongoing information
describes testing procedures
explains consent forms
Referral to an IPRC GOAL
The Identification Placement &
Review Committee determines the
student’s identification &
placement
attends and participates as requested
attends and participates as requested
invites parents to participate in the IPRC
provides copy of Parent Guide including SEAC information
see IPRC checklist
see IPRC Section of the handbook
The administrator:
explains IPRC process to parents
discusses updated In-School Team Record & recommended identification & placement
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STUDENT SERVICES - INTEGRAGED SUPPORT CONTINUUM
Residential Day
Treatment
STINT
ACCESS
Interdisciplinary
Team / Complex
Needs Services
In-School Team, may include:
SLP – PT/OT – Psychological
Staff - others
Rapid Response Support (crisis, brief consultation, Safety Plan implementation)
Student Groups
Staff Workshops
Classroom Supports or Interventions
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EDUCATIONAL AND OTHER ASSESSMENTS
The assessment process is interdisciplinary and occurs in a continuous cycle that is fully
integrated into the learning-teaching process: at the outset of work; as work progresses;
and at the conclusion to work. It is also multi-tiered, beginning and ending with the
classroom teacher and leading to an ongoing evaluation of effective instruction,
reassessment, and access to opportunities for achievement based on changing student
needs ((Salvia, 1990) Education for All; Expert Panel Report, 2005).
Linking Assessment with the Tiered Approach:
The Tiered Approach is a model used as teachers plan to meet the needs of each
learner in their class.
Tier 1:
Planning for instruction and assessment begins by knowing our learner. Information
must be gathered around a student’s strengths, needs and interests to ensure we are
addressing each student. Principles of Universal Design for Learning (UDL) and
Differentiated Instruction (DI) will help guide the teaching learning cycle to ensure we
address the learning needs of each student. As part of the planning process, a class
profile can be used to better understand the strengths, needs and learning style of
students in the class. The social, emotional and academic learning skills continuum will
be considered as an essential underlying component of academic success.
For more detailed information about the classroom profile and individual student profile,
please refer to the Learning for All document.
Tier 2:
As the teacher observes, differentiates, and uses assessment strategies throughout
instruction, there will be some students who will require planned interventions based on
the analysis of student achievement. A growth plan is developed and results are
monitored. The teacher may wish to develop a Student Profile to further develop an
understanding of the student’s areas of strength and need. Teachers will use the
classroom data and curriculum based assessment along with the growth plan to support
the discussion at the In-School Team. The school team including the teacher(s), parent
/guardian(s), school support staff and administrator will collaborate to plan, monitor and
determine the duration of strategies, resources and/or interventions. An outcome of the
growth plan may be to adjust the interventions, which could include an additional In-
School Team meeting.
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Tier 3:
A smaller percentage of students will require more intensive supports and services. The
school should consider using an interdisciplinary team approach to address more
intensive student needs (i.e. learning, behaviour and/or social emotional needs).
Student Services staff will be invited to the interdisciplinary In-School Team meeting
based on the areas of concern which may include:
Vision
Hearing
Listening
Oral Language
Motor Skills
Behavioural/Social Skills
Attention/Concentration
Recommendations from the In-School team could include:
adjustments to program and/or further classroom interventions;
review and analysis of classroom assessment data and curriculum based
assessment;
use of tracking sheets or checklists to gather further information and data;
further assessment; and/or
referral to Student Services staff.
When a teacher becomes aware that an individual student is experiencing difficulty
meeting curriculum expectations, he or she may require additional information obtained
through a focused assessment. The summary chart on the following pages provides
specific information regarding the types of assessment that may be accessed and the
policies and procedures that guide practice.
Time Frames for Assessments:
Students who are referred for an assessment are often seen within the school year in
which the request is made. Referrals not seen by the conclusion of the school year will
be prioritized on a wait list for assessment in the following school year. A variety of
factors are used to prioritize referrals on a wait list at each school, such as:
Nature of referral
Age of student and urgency for assessment results
Length of time on the wait list
Time since previous assessment
Please note that every effort will be made to ensure that students are provided with
differentiated instruction while waiting for an assessment. Parent/guardians are
encouraged to contact the school principal if they have concerns about their child’s
functioning while waiting for an assessment.
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Educational and Other Assessments
Type of
Assessment Who Administers Qualifications
Tools Used
* see appendix Legislative Acts
Parent / Student
Communication Consent Referral Process
Educational Special Education
Resource Teacher
(SERT)
Special Education
qualifications (Part 2)
Registered member of
College of Teachers
Curriculum Based
Measures/Assessment Tools
(see glossary of terms)
Peabody Picture Vocabulary
Test III (PPVT-III)
Beery Developmental Test of
Visual Motor Integration
Key Math Diagnostic
Arithmetic Test - Revised
Woodcock Reading Master Test
Wechsler Individual
Achievement Test II (WIAT-III)
Kaufman Test of Educational
Achievement (KTEA)
Peabody Individual Achievement
Test (PIAT-R)
Woodcock-Johnson III Test of
Achievement
Education Act
Freedom of
Information and
Protection of
Privacy Act
(FOIPOP)
Parents will be
advised of any
assessment.
Written Report
Interview/Opportunity
to discuss assessment
results
Verbal consent
recommended
Consent to the
Release of
Confidential
Information
Form
Growth Plan initiated
by classroom
teacher
In-School Team
Record completed
Recommendation
from In-School
Team
Psychological Psychologist
Psychological
Associate
Psychoeducational
Consultant
Doctoral Degree (or equivalent) in psychology Certificate of Registration
from College of
Psychology of Ontario
Able to provide diagnosis
Master’s Degree (or
equivalent)
Certificate of Registration
Able to provide diagnosis
Master’s Degree (or
equivalent)
Measures of:
Intelligence
Executive Function
Perceptual/fine motor function
Memory
Attention
Personality
Social/emotional functioning
Behaviour
Learning style
Other cognitive or
developmental
characteristics
Psychology Act
1991
Regulated Health
Professions Act
Health Care
Consent Act
Child & Family
Services
Act
Children’s Law
Reform Act
Education Act
Mental Health Act
Substitute Decisions
Act
FOIPOP
PHIPA
Information Brochure
for Parents
Informed consent
required
Written report
Cover letter to
Parent receiving
Psychological Report
Interview/Opportunity
to discuss assessment
results
Procedure 355.0
Informed written
consent required
(Form 355.02)
Authorization for
Exchange of
Information
(Form 355.03)
Consent to the
Release of
Confidential
Information
Form
Referral from In-
School Team
usually after
Educational
Assessment
Consultation
available at any time
throughout referral
process.
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Speech -
Language
Speech - Language
Pathologists
Master’s Degree (or
equivalent) in Speech -
Language Pathology
Registered with the College
of Audiologists and
Speech Language
Pathologists of Ontario
(CASLPO)
A variety of standardized and
non-standardized tests to
assess communication abilities
Assessment determines
strengths and needs with
respect to speaking, listening,
reading and/or writing
Regulated Health
Professions Act,
1999
Audiology, and
Speech-Language
Pathology Act, 1991
FOIPOP
Education Act
Health Care
Consent Act
PHIPA
Informed Consent
Written report
Interview/Opportunity
to discuss assessment
results
Informed
consent required
Access to the
OSR Consent
Form
Consent to the
Release of
Confidential
Information
Form
Referral to the
Community Care
Access Centre
of York Region
Referral for Formal
Language
Assessment/
Consultation
Referrals generated through in-school team, usually following an Educational Assessment
Informal consultation available at any time throughout the referral process
Referral for speech
assessment
(articulation,voice,
fluency concerns
only)
Informed consent required
Less formal referral – no in-school team or educational assessment required
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Physical and
Occupational
Therapy
Physiotherapist
Occupational
Therapist
Bachelor of Science in
Physiotherapy
Member in Good Standing
of the College of
Physiotherapists on Ontario
Bachelor of Science in
Occupational Therapy
Member in Good Standing
of the College of
Occupational Therapists of
Ontario
Sensory Motor Profile
ETCH
HELP
Bruininks Oseretsky Test of
Motor
Beery-Buktenika Developmental
Test of Visual Motor
Integration
Gardener (TVPS)
MVPT
School Function Assessment
Regulated Health
Professions Act,
1999
FOIPOP
Informed consent
required
Written report
Interview/Opportunity
to discuss assessment
results
Informed
consent required
Access to the
OSR Consent
Form
Consent to the
Release of
Confidential
Information
Form
Referral from In-
School Team
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Collection, Storage and Distribution of Assessment Information
Collection Parents have a right to have all assessment information made available to them unless a court order restricts parent access.
A student who has reached the age of majority may deny his or her parents access to assessment information.
Students and parents have the right to be provided with an explanation regarding the type of assessment information to be collected, the nature of the assessment procedures, the reasons for collecting the information and the possible implications or use of the information collected.
Informed consent is required from parents, or the student who has reached age eighteen, in order to conduct a psychological assessment.
Information from third parties may be considered in the assessment process if the parent, or the student who is an adult, provides written consent.
Storage Copies of formal assessment reports are kept in the Ontario Student Record documentation file for use by authorized personnel for the purpose of facilitating and enhancing the instruction of the student. The original assessment reports are the property of the specific department responsible for the individual assessment (i.e. original SLP assessment reports are filed in SLP central files, etc.)
The contents of the documentation file are reviewed regularly to ensure stored information continues to be beneficial to the instruction of the student. The Principal shall remove items no longer appropriate.
The documentation file of the OSR shall be retained for five years after the student retires from school.
Access to the assessment information is restricted to the student and parent(s) as well as Supervisory Officers, Principal and teachers. With informed client/parent/guardian consent, outside consultants (YRDSB Student Services staff) might also be granted access to assessment information contained within the documentation file of the OSR.
Assessment documentation gathered for the purpose of SIP/SEA claim submission may be requested by the parent to remain sealed in the Chief Psychologist’s office without a copy of the assessment being in the OSR. A letter to that effect is added to the OSR.
In accordance with the Regulated Health Professions Act, the appropriate department retains original Psychological, Speech and Language and Physical or Occupational Therapy assessment reports in a confidential file.
Distribution
Academic Assessment
A copy of the academic assessment is provided by the Principal to parents. The original is placed in the OSR for at least one year.
Psychological Assessments
Psychological assessments are provided for parents only if the form Consent for Psychological Assessment has been completed. Speech-Language reports are always provided to parents, following the verbal sharing of information.
Psychological assessments are removed from the documentation File:
by the Principal;
at the written request of the parent or adult student; or
at such time that it is no longer beneficial to the instruction of the student.
Psychological assessments removed from the documentation file are returned to the Chief Psychologist and the parent’s written request for removal is stored in the OSR.
Distribution of a psychological report to a third party agency can be requested by parents by completing the Consent to Exchange of Personal Student Information form. Distribution of a Speech-Language report to a third party agency can be requested by parents by the same form.
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PT/OT:
All records relating to Physical and Occupational Therapy Services, Autism Team and Regional Behaviour Team (now including copies) are to be sent to the Coordinator of the Physical and Occupational Therapy Services, attention Janice MacIntyre (at CLL) . She will ensure that all important information is captured for further retention. These records include Physical and Occupational Therapy (PT/OT) assessments, consultation reports, Autism Team reports, Regional Behaviour reports, CTN referral for Rehabilitation Services and referrals to Community Care Access Centre (CCAC) for physical and/or occupational therapy. SEA information contained in the blue folder should be shredded.
S-LP:
All records relating to Speech-Language Pathology services (now including copies) are to be sent to the Coordinator of the Speech-Language Pathology Department, attention Janice MacIntyre at the CLL. She will ensure that all important information is captured for further retention. These records include speech and/or language assessment reports and associated addendums, consultation reports, Autism Team reports, Regional Behaviour Team reports, Guided Assessment Referrals to CTN ACCS services and referrals to Community Care Access Centre (CCAC) for speech therapy. SEA information contained in the blue folder should be shredded.
Confidentiality The following FOIPOP statement is included on all reports: “The information in this report was collected
pursuant to the Education Act and The Municipal Freedom of Information and Protection of Privacy Act. This report will be used to assist the school in developing an appropriate program for the student. Further questions about the nature of the information summarized in the report may be directed to the Principal of the student’s school.”
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THE IPRC PROCESS
Ontario Regulation 181/98 requires that all school boards establish Identification, Placement and Review Committees (IPRC). The York Region District School Board's procedure NP360 complies with this regulation and outlines the procedures for an IPRC.
The purpose of an IPRC is to:
decide whether or not the student is exceptional; and
decide an appropriate placement for the student.
Accordingly the IPRC will also:
describe the student's strengths and needs;
identify the area(s) of the student's exceptionality according to the categories and definitions provided by the Ministry of Education;
discuss the placement that best meets the student's needs;
discuss proposals and recommendations for programs and services if the parent or the student age 16 or older requests it; and
review the identification and placement at least once in a school year. An IPRC committee is comprised of at least three persons, one of whom must be a Principal or a Supervisory Officer. Committee membership is drawn from:
the Principal of the school. In addition, membership may be drawn from:
o Superintendents of Education; o Student Services Coordinators; o other Principals and/or Vice-Principals; and/or o teachers.
Although parents and students 16 years of age or older are not part of the IPRC quorum, they are entitled to be present and participate in all committee discussions about the student. Other persons who may attend an IPRC meeting include:
students younger than 16, if appropriate, and with the permission of the parent;
resource people such as the student's teacher, special education staff, support staff;
a representative of the parent or student (i.e. representatives from relevant agencies or advocates);
an interpreter, if necessary; and/or
other individuals as requested either by the parent or the Principal of the student's school.
Most students’ needs will be met in the home school and the Principal of the school will arrange the IPRC, ensuring that there is at least one member of the committee from outside the school for initial identifications (i.e. neighbouring school Principal or Vice-Principal). The IPRC considers first whether placement in a regular class with appropriate support will meet the student’s needs and is consistent with the parent’s preference. For students whose needs are anticipated to be met in a Community Class, the Principal must arrange the IPRC in consultation with the CEC Student Services Coordinator. In these cases, the Coordinator is a member of the IPRC committee.
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When an IPRC meeting is requested in writing by a parent, the Principal within 15 days:
acknowledges in writing, the request and indicates that an IPRC will be held within a reasonable time period; and
provides the parents with a copy of the Parents’ Guide including SEAC information.
For all requests for an IPRC, the Principal:
ensures that data collected during the referral process has been discussed and shared with the parents, including:
- In-School Team Record - educational assessments - other assessments (as required);
ensures that parents have had an opportunity to discuss: - recommendations to be considered by the IPRC for identification and placement - the IPRC process; and
provides parents with a copy of the following documents at least 10 days prior to the IPRC:
- Letter of Invitation - Parents’ Guide and SEAC brochure;
Once the IPRC has decided that a student is exceptional, the committee indicates the student’s strengths and needs, the Category and Definition of Exceptionality according to those provided by the Ministry of Education, and the placement decision on the Statement of Decision. In any case where the committee decides placement in a self-contained class, a rationale for this decision must be included on the Statement of Decision. In addition, the committee may make recommendations for special education programs or services. These recommendations should be taken into consideration in the development of the student’s Individual Education Plan (IEP). Principals ensure that the IPRC Statement of Decision is recorded using the Statement of Decision in the I & P Planner and then validated in the I & P Planner. After the original is placed in the OSR when signed by all parties, a copy is sent to the CEC office.
Review IPRC Meeting
The identification and placement decision of each student identified as exceptional and placed in a special education program is reviewed at least once each school year. A Review IPRC can be requested after the placement has been in effect for three months. A request for a review cannot be made more often than once in a three-month period. At a Review IPRC meeting the student’s Individual Education Plan (IEP) and progress reports will be considered. Any new assessment reports provided by the school or the parents will also be considered. The IPRC review decision may confirm the identification or placement or may change either or both. Parents may waive the annual review if they feel their child is being well served by their current identification and in their current placement, with a written notice to that effect, provided to the Principal (Confirmation of Continued IPRC, NP 360-04). Students entering an Alternate Education Program i.e. SALEP, are demitted from their special education placement. These programs are not considered to be special education placements.
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Transportation
For most students, transportation needs are discussed at the IPRC meeting, following the decisions regarding identification and placement. If a student requires transportation it is noted on the Statement of Decision and the Request for Special Transportation Form NP360-03 is completed by the current school staff for submission to the Student Transportation Services. Students who may require transportation include:
students in special education programs, including students who are in regular classrooms;
students in educational programs in care and treatment facilities;
students attending Provincial and Demonstration Schools; and
students with special needs who require transportation in order to attend summer school programs.
The school Principal in consultation with the Student Services Coordinator for the community may request that special considerations (see NP360-03) be made for transporting a student when:
there is concern for the safety of the student or the safety of others;
assistance is required with embarking or disembarking; and/or
there are mobility requirements (i.e. wheelchair). Student Transportation Services (STS) require that all drivers involved in student transportation have a minimum of a class ‘E’ driver’s license:
drivers are subjected to a more stringent medical examination (bi-annually), criminal record check, 8 hours of defensive driving courses, and periodic retesting;
drivers receive 12 hours of instruction on pupil management and where appropriate “wheelchair securement” training as part of their contracts; and
STS provides collective training and information courses on various conditions and disabilities (i.e. Epipen, Autism).
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Board Procedure #NP360.0 Special Education:
Identification,Placement and
Review Committee The procedure outlines the Identification, Placement and Review Committee process, requirements and timelines.
Definitions Special Education Identification, Placement and Review Committee (IPRC) The purpose of an IPRC is to decide whether or not a student should be identified as exceptional, and to decide an appropriate placement for the student. The IPRC is chaired by a principal or vice-principal and shall be comprised of at least two other people, who may include:
• superintendent of schools;
• student services coordinator if the placement is in a community class;
• principal and/or vice-principal from another school if placement is in the home school; and
• teachers with special education assignments.
Other members in attendance may include, but are not limited to:
• parents/guardians and/or students;
• representatives of parents/guardians or students 16 or older who may speak on their behalf, where requested;
• interpreter, where requested by the parents/guardians, student 16 or older, or principal;
• Student Services staff members who have relevant information; and
• representatives from care and treatment facilities with which the Board has an agreement under General Legislative Grants.
Appeal Board
The Appeal Board will be comprised of three people. No appeal board member should have had any prior
involvement with the matter under appeal, and should not be a member or employee of the school board
or an employee of the Ministry of Education. In selecting members of the appeal board:
• the York Region District School Board will select one member;
• the parents will select one member; and
• the chair will be selected jointly by the other two members.
The parent/guardian and student 16 or older are entitled to be present at and participate in all discussions
of the appeal board. The Board and the parent/guardian or student 16 or older may, with the permission
of the appeal board, bring other persons to the meeting to speak about various matters related to the
appeal.
WORKING DOCUMENT
3
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Special Education Tribunal
If the parents/guardians or student 16 or older do not agree with the decision of the Board following the
appeal board report, they may appeal in writing to a Special Education Tribunal. Information about making
an application to a Special Education Tribunal should be included in the Board's written decision. The
Special Education Tribunal appeal process is explained under section 57 of the Education Act.
Responsibilities
The Director of Education shall:
• allocate staff and resources to support the Special Education – Identification, Placement and Review Committee procedure; and
• within 15 days of receipt of a notice of appeal, ensure an appeal board is established. Principals shall: Before the IPRC
• understand that IPRCs can be conducted when a principal believes that a student may be exceptional or at parent/guardian request;
• when a parent/guardian requests an IPRC;
• within 15 days of receiving a written request for an IPRC, provide parent(s)/guardian(s) with written acknowledgement of receiving the request and a copy of A Parent’s Guide to IPRC,
• arrange the IPRC as outlined below; and
• when arranging the IPRC;
• for students whose needs are anticipated to be met in a community class, arrange the IPRC in consultation with the CEC Student Services Coordinator,
• take into account previous in-school team meetings where the growth plan, intervention strategies and progress were considered,
• ensure that an educational assessment has been conducted, and understand that the following records may also be used:
• a report by the student’s teacher(s),
• a report by a member of the psychological services staff of observations of the student,
• a report of a psychological assessment only if deemed necessary, ensuring parent/guardian is
requested to give informed consent in writing in accordance with Procedure #355.0, Quest for
Psychological Consultation and/or Assessment Procedure,
• a report by a regional support staff member,
• a health assessment by a legally qualified medical practitioner, and
• any available reports supplied by parent(s)/guardian(s) (from private sources);
• discuss with the parent(s)/guardian(s) and/or student aged 16 or older;
• the IPRC process, including providing them with A Parent’s Guide to IPRC and information
regarding the Special Educaiton Advisory Committee,
• the range of placement options, and
• recommendations the school staff wishes the IPRC to consider regarding identification and
placement;
• understand that they may refer the student to IPRC on written notice to a parent/guardian;
• arrange the date, time and location of the meeting;
• invite the parent(s)/guardian(s) and/or student 16 or older in writing at least 10 days before the meeting using the Letter of Invitation, including the date, time and location of the meeting;
• consider inviting students under 16, where appropriate;
• inform committee members;
• invite any Student Services staff members who have relevant information;
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• consider inviting professional personnel from inside and/or outside the system to provide information at IPRC meetings;
• if the parent chooses not to attend or does not return a signed copy of the Letter of Invitation, note this on the student’s In-School Team Record and proceed with the meeting as indicated;
• share all written data relating to the IPRC, including the In-School Team Record, with the parent(s)/guardian(s) before the meeting;
• provide copies of all data to be discussed to the quorum members and other committee members as appropriate;
• file copies of the Letter of Invitation in the student's Ontario Student Record (OSR);
• prepare the Statement of Decision for use at the IPRC meeting;
• collate all relevant information about the student, including but not limited to information from outside agencies provided by the parent(s)/guardian(s), summarize on page one of the In-School-Team Record for presentation at the IPRC meeting, and share this information with parent(s)/guardian(s) or student over 16 before the meeting;
• provide support, as required, in accordance with Board policy #407.0 Accessibility. During the IPRC meeting
• chair the IPRC meeting;
• welcome and introduce committee members (quorum) and others attending the meeting;
• review the purpose and process of the IPRC meeting;
• ensure all participants have an opportunity to participate in discussions;
• present all relevant information about the student;
• ensure that all data presented by the school and the parent(s)/guardian(s) or student 16 or older is considered;
• facilitate the discussion and decisions regarding identification and placement;
• complete the Statement of Decision, including:
• whether the student has been identified as exceptional, and
• where the student has been identified as exceptional, include the following,
• the category and definition(s) of exceptionalities identified by the committee,
• a description of the student's strengths and needs,
• the committee's placement decision,
• where the committee has decided that the student should be placed in a special education
class, state the reasons for that decision,
• recommendations regarding special education programs and services, if any, and
• the date when the Board will be notified of the committee's decision and the date when the
placement will become effective;
• indicate on the Statement of Decision if transportation is required;
• ask the parent(s)/guardian(s) or student 16 or older to indicate, by signing their name, agreement with the identification and placement decisions made by the IPRC;
• where the parent(s)/guardian(s) or student 16 or older needs more time, encourage them to review the Statement of Decision and return within 30 days, and ensure that a photocopy is taken and filed in the OSR; and
• forward the IPRC Statement of Decision to the parent(s)/guardian(s) or student 16 or older for signature, where they are unable to attend the meeting, and ensure that a photocopy is taken and filed in the Ontario Student Record (OSR) and SSNet.
After the IPRC meeting
• ensure the signed Statement of Decision are distributed to;
• the student’s OSR,
• the parent(s)/guardian(s) or student 16 or older, and
• the appropriate Community Education Centre office;
• arrange transportation, if necessary, on the Request for Special Transportation form;
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• within 30 school days of placement into the special education program, ensure the Individual Education Plan is developed in consultation with the parent(s)/guardian(s) or student 16 or older;
• if a parent/guardian or student 16 or older requests a second meeting within 15 days of receipt of the statement of decision, arrange the second meeting with the IPRC to discuss the identification and/or placement; and
• understand that if a parent/guardian refuses or fails to consent to the placement recommended by an IPRC and refuses or fails to give notice of appeal and has not instituted proceedings in respect of the determination of the IPRC, the Board after 30 days, may direct the principal to place the student in accordance with the findings of the committee and to notify the parent(s)/guardian(s) of the student of the action that has been taken.
Reviewing the IPRC
• where a student has been placed in a special education program;
• ensure the the identification and placement decision is reviewed annually, and
• understand that parent(s)/guardian(s), student 16 or older, and/or the principal may request a
review once the placement has been in effect for three months;
• at least once in a school year, bring together the school special education team to discuss the
progress of all students receiving special education services and programs at the school, and discuss
recommendations of the team with the parent(s)/guardian(s) or students 16 or older with one of the
following applying;
• parent(s)/guardian(s) or student 16 or older agree with continued identification and placement in a
special education program, and wish to waive their right to a review meeting by signing the
Confirmation of Continued IPRC Identification and Placement,
• the school, parent(s)/guardian(s) or student 16 or older wish to make a change in the identification
or placement decision and a review IPRC meeting will be held, requiring the same notification and
acknowledgement as initial IPRC meetings, using the Letter of Invitation and the Statement of
Decision,
• the school principal, the parent(s)/guardian(s) or student 16 or older wish to request a review
IPRC to discuss the identification and placement although no change in identification and/or
placement has been recommended, requiring the same notification and acknowledgement as
initial IPRC meetings, using the Letter of Invitation and the Statement of Decision,
• for students moving to secondary school, hold an IPRC review meeting and invite a representative
from the receiving secondary school to the meeting, requiring the the same notification and
acknowledgement as initial IPRC meetings, using the Letter of Invitation and the Statement of
Decision, and
• for students in a community class setting, hold an IPRC review meeting and invite the student
services coordinator, requiring the the same notification and acknowledgement as initial IPRC
meetings, using the Letter of Invitation and the Statement of Decision;
• ensure that when the parent(s)/guardian(s) or student age 16 or older waive the right to a review
IPRC, Confirmation of Continued Identification and Placement is attached to the most recent
Statement of Decision in the student's OSR, and a copy is forwarded to the parent(s)/guardian(s) or
student 16 or older, and the Community Education Centre Office; and
• following a review IPRC;
• request that parent(s)/guardian(s) or student 16 or older demonstrate consent to the decision by
signing the Statement of Decision, and
• if parent(s)/guardian(s) or student 16 or older do not consent to the decision, follow the same
process as the initial IPRC outlined above.
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Student Services shall:
• provide support throughtout the IPRC process, as required;
• ensure the appeal board is provided with necessary administrative services; and
• ensure appeal board members’ travelling and other expenses are reimbursed in accordance with
Board policy and procedure;
• within 30 days of receiving the recommendations of an appeal board, ensure the school board
considers these recommendations and decides on an appropriate course of action; and
• ensure the Board’s decision is implemented following an appeal board when
• the parents consent in writing,
• there is no appeal to a Special Education Tribunal, and
• the appeal to the Special Education Tribunal has been dismissed or abandoned; and
• ensure the Board’s decision following an appeal board explains how to make an application to a
Special Education Tribunal.
Community Education Centre Student Services Coordinators shall:
• provide support throughtout the IPRC process, as required; and
• for students whose needs are anticipated to be met in a community class, consult with the principal in arranging the IPRC.
Identification, Placement and Review Committee members shall:
• review all available information;
• consider the educational assessment and any other assessment information;
• consider any information parent(s)/guardian(s) or student 16 or older submits;
• understand that while the parent(s)/guardian(s) or student 16 is not a member of the IPRC quorum, their participation should be encouraged;
• decide if the student is exceptional;
• summarize the student's area(s) of strengths and needs;
• identify the Category and Definition(s) of exceptionality;
• consider whether placement in a regular class with appropriate special education service will meet the student's needs and is consistent with parent/guardian preference;
• decide on the placement;
• if the decision is for placement in a Student Support Centre or Community Class (partial or fully self-contained class), record the reason for the placement on the Statement of Decision;
• discuss any proposal made regarding special education program or services; when a student has been identified as exceptional:
• describe the student's strengths and needs,
• identify the area(s) of the student's exceptionality according to the categories and definitions
provided by the Ministry of Education,
• discuss the placement that best meets the student's strengths and needs,
• discuss proposals and recommendation for programs and services if the parent/guardian or the
student age 16 or older requests it, and
• review the identification and placement at least once in a school year; and
• at an IPRC Review meeting;
• consider the student's Individual Education Plan and progress reports, as well as any new
assessment reports provided by the school, parent(s)/guardian(s) or student 16 or older, and
• provide a decision that confirms the identification or placement, or changes either or both.
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Parents/guardians and/or students over 16 shall:
• if they wish to request an IPRC meeting, submit a request in writing;
• review the Parents' Guide to an IPRC and other relevant material provided by the principal and/or chair of the IPRC;
• participate in the IPRC meeting;
• understand that while they are not a member of the IPRC quorum, their participation is encouraged;
• indicate, by signing their name, agreement with the identification and placement decisions made by the IPRC;
• where more time is needed, consider taking the Statement of Decision home to review and return within 30 days; and
• if unable to attend the IPRC meeting, review and sign the IPRC Statement of Decision to indicate their agreement;
• understand that if they disagree with the Statement of Decision, they can make a request within 15 days for a second meeting with the IPRC to discuss the identification and/or placement;
• understand that if they continue to disagree with the determination of the IPRC after a second meeting and choose to appeal they must provide written notification of appeal along with a statement outlining why they disagree to the Director of Education within 30 days of the IPRC meeting or within 15 days of the second meeting;
• understand that if the decision is taken to an appeal Board;
• they are entitled to be present at and participate in all discussions of the appeal board,
• they may, with the permission of the appeal board, bring other persons to the meeting to speak
about various matters related to the appeal,
• if they do not agree with the decision of the Board, they may appeal in writing to a Special
Education Tribunal; and
• understand that parent(s)/guardian(s), student 16 or older, and/or the principal may request a review
once the placement has been in effect for three months.
The Appeal Board Chair shall:
• arrange a meeting within 30 days after the board has been established; and
• ensure all participants have an opportunity to participate in discussions.
The Appeal Board shall:
• receive and consider all information reviewed by the IPRC and may interview any person about the
matter under appeal;
• consider requests form the Board and/or the parent/guardian or student 16 or older to bring other people to the meeting to speak about various matters related to the appeal;
• make recommendations within three days of their final meeting, which could consist of;
• agreeing with the IPRC and recommending that the decision be implemented, or
• disagreeing with the IPRC and making a recommendation to the Board about the student's
identification or placement or both; and
• report its recommendations in writing to the parent(s)/guardian(s) or student 16 or older and to the
Board, providing the reasons for the recommendations.
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Legislative Context
Ontario Regulation 181/98
Department
Student Services
Procedure History Revised September 2000 Working Document May 2014
It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will
respect the policies and procedures of the Board. The term “parents” refers to both biological/adoptive parents and guardians in all Board policies and procedures.
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MINISTRY OF EDUCATION CATEGORIES & DEFINITIONS
BEHAVIOUR
BehaviourA learning disorder characterized by specific behaviour problems
ver such a period of time, and to such a marked degree, and of ch a nature, as to adversely affect educational performance, and at may be accompanied by one or more of the following:
(B)
a) an inability to build or to maintain interpersonal relationships; b) excessive fears or anxieties; c) a tendency to compulsive reaction; d) an inability to learn that cannot be traced to intellectual,
nsory, or other health factors, or any combination thereof.
COMMUNICATION
AutismA severe learning disorder that is characterized by:
(A)
a) disturbance in: ate of educational development; ability to relate to the environment; mobility; perception, speech, and language;
b) lack of the representational symbolic behaviour that precede nguage.
Deaf and Hard-of-HearingAn impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound.
(H)
Learning DisabilityA learning disorder evident in both academic and social situation that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication and that is characterized by a condition that:
(D)
a) is not primarily the result of: - impairment of vision; - impairment of hearing; - physical disability; - developmental disability; - primary emotional disturbance; - cultural difference;
b) results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following: - receptive language [listening, reading]; - language processing [thinking, conceptualizing, integrating] - expressive language [talking, spelling, writing]; - mathematical computations; and
c) may be associated with one or more conditions diagnosed as - a perceptual handicap; - a brain injury; - minimal brain dysfunction; - dyslexia; - developmental aphasia.
Language ImpairmentA learning disorder characterized by an impairment in comprehension and/or the use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may:
(L)
a) involve one or more of the form, content, and function of language in communication; and
-E.57-
include one or more of: - language delay; - dysfluency; - voice and articulation development, which may or may not be organically or functionally based.
Speech ImpairmentA disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involve perceptual motor aspects of transmitting oral messages; and that ma be characterized by impairment in articulation, rhythm, and stress.
(L)
INTELLECTUAL
GiftednessAn unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated.
(G)
Mild Intellectual DisabilityA learning disorder characterized by:
(S)
a) an ability to profit educationally within a regular class with the aid o considerable curriculum modification and supportive service;
b) an inability to profit educationally within regular class because of slow intellectual development;
c) a potential for academic learning, independent social adjustment, and economic self-support.
Developmental DisabilityA severe learning disorder characterized by:
(T)
a) an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development;
b) an ability to profit from a special education program that is designe to accommodate slow intellectual development;
c) a limited potential for academic learning, independent social adjustment, and economic self-support.
PHYSICAL
Blind and Low VisionA condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely.
(V)
Physical DisabilityA condition of such severe physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age or development level.
(P)
MULTIPLE
Multiple ExceptionalitiesA combination of learning or other disorders, impairments, or physic disabilities that is of such a nature as to require, for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorders, impairments, or disabilities.
(M)
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Home Community Other Student SERT/ Letter of Statement In-School Confirmation of Transport.
Formal School Class Neighbouring Services Sp. Ed. Other Invitation of Decision Team Continued IPRC Form
INITIAL IDENT. Meeting Prin./VP Prin./VP Prin./VP Co-Ord. Staff Staff NP360-01 NP360-02 Record NP360-04 NP360-03
By Home
School P/VP
2. Community Class
Placement
(Home School to a
Community Class
at any location)
3. Home School to Gifted Q-Chair M or Q M or Q Gifted
Community Class (P/VP-Gifted ) (SERT-Gifted) I.S.T. Rec.
Gifted
I.S.T.Rec.
CONFIRMATION OF CONTINUED PLACEMENT (IPRC Waived) 1. Home School Service M M (No changes to ident. (parents (if already
or placement.) must agree) in place)
REVIEW
1. Home School Service
(IPRC requested - no M M
change to ID or placement)
2. Home School Service
(change of ident.
and/or placement)
TRANSITION TO SECONDARY
1. Elementary School Q-Chair A Q
to High School Elementary Secondary Subj. Head
2. Elem. Home School to M
Secondary Comm. Class A Q-Chair M Q -use IEP YesElementary Secondary Home School Subj. Head (if applicable)
3. Initial Identification M
transition M Q-Chair Q Elem SERT / Q
Secondary Spec Ed teach Subj. Head
4. Elementary Home School M Q-Chair A Q Q M M M
to Secondary Gifted Elementary Secondary Home School Subj. Head
NOTE:
M
Q
Q Q
*Legend: M=Must be done/attend A=Advisable, Q=Quorum.
M
M
*Transportation forms are completed by the Principal of the school where the student is currently attending.
*Parents may request an IPRC after three (3) months in a placement.
M
M
REVISED: March 2016
-use IEP
M
*Home School denotes school student is attending at time of IPRC OSR must be available at the IPRC
Q
3. Community Class M Q-Chair
M
M
M
M
M
M
Q
-use IEP
MMQ -use IEP
M
QM Q - Chair M
Q-Chair A Q
M Q
M Q-Chair Q
QM M Q-Chair Q M M M M
MM M
M
IPRC PROCEDURE SUMMAR Y CHART
Legal Requirement: IPRC QUORUM requires THREE (3)
One member MUST be a Principal or S.O.PAPERWORK REQUIRED (in SSNet)
1. Home School Service M Q-Chair Q Q M M M
M4. Home School to PrIDE Q
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Access the full version of A Parents Guide to Identification, Placement, Review
Committee (IPRC) on our Board website.
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THE INDIVIDUAL EDUCATION PLAN (IEP)
The Individual Education Plan (IEP) is a requirement of Regulation 181/98. The Individual Education Plan must be written within 30 school days of a student's placement in a special education program. An Individual Education Plan is written for students who are receiving special education supports and services. It is designed in accordance with the requirements of Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide (2017) which was developed by The Ministry of Education to support educators in the implementation of effective programs and/or services for students with special education needs. Individual Education Planning is a process In York Region, this process is facilitated through the use of:
the In-School Team Record;
the Individual Education Plan form; and
the electronic SSNet
Every Individual Education Plan (IEP) must include the following elements:
the strengths and needs that relate to the student’s learning;
relevant assessment data;
specialized health support services needed to enable the student to attend school;
a list of all subjects/courses in which the student requires modified expectations and/or accommodations, and all alternative programs;
a list of the accommodations the student requires;
the student’s current level of achievement in each modified subject or course and/or alternative program area;
annual program goals and learning expectations for each reporting period in each subject or course in which modified expectations are required and/or in each alternative program area;
the assessment methods to be used to assess the student’s achievement of the modified or alternative expectations;
a clear indication of the way in which student progress will be evaluated and the dates on which reports will be issued to parents;
documentation of consultations with parents and the student (if the student is 16 or older) during the development of the IEP and any subsequent reviews, and a record of the review and updating of the learning expectations by school staff;
a transition plan for students 14 years of age and older (optional for students identified as gifted);
a Safety Plan when there is a concern for the safety of the student or others; and
parent consultation form.
Individual Education Planning is an ongoing process of gathering information, setting
goals, identifying steps for achieving these goals and monitoring the student's progress.
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Roles and Responsibilities
Although the Principal should assign to one teacher the primary responsibility for coordinating the development of the IEP, all team members have important roles and responsibilities in the IEP process.
Principal:
assigns to one teacher the primary responsibility for coordinating the student's IEP;
facilitates collaborative planning, evaluating and updating;
ensures that IEPs are completed within 30 school days of a student's placement in the program;
ensures that IEPs are implemented and that, as part of the implementation, the student’s learning expectations are evaluated and updated at least once per reporting period;
ensures that any recommendations made by the IPRC regarding programs and services are taken into account in developing the IEP;
ensures parents and the student, if the student is 16 years of age or older, are consulted in the preparation of the IEP and transition plan;
ensures there is consultation with community agencies and post-secondary institutions as appropriate in the development of the transition plan;
ensures that a copy of the IEP is provided to the parents and to the student, if the student is 16 years of age or older; and
ensures that the updated IEP is stored in the OSR unless the parent objects in writing.
When reviewing IEPs, the Principal looks for the threads that connect through the IEP:
Does the assessment data set a baseline for establishing relevant goals and
expectations?
Will focusing on the expectations lead to the accomplishment of the goals?
Are the expectations clear, observable and measurable?
Is it clear how the expectations will be assessed?
Is there a clear picture from reading the IEP what instruction, strategies and
accommodations would be visible in the classroom?
Classroom Teacher:
collaborates in the IEP process;
provides input into the information-gathering stage (background information, assessment information, work samples, observations, etc.);
demonstrates awareness of the parents' expectations for their child's program;
plans and carries out instructional programs for the student as outlined in the IEP;
modifies or differentiates the expectations for the student's learning as required by the IEP;
implements accommodations required by the student to achieve the learning expectations;
develops strategies for assessing and communicating the student's progress; and
maintains ongoing communication with the student's parents, other teachers and other professionals involved with the student.
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Special Education Resource Teacher:
collaborates in the IEP process;
administers diagnostic assessments as appropriate to the student's strengths and needs;
collaborates with classroom teacher on strategies and planning for program modifications and/or accommodations;
provides advice about materials and resources;
provides support to the student's classroom teachers as appropriate;
plans and carries out instructional programs for the student as outlined in the IEP;
monitors, assesses and communicates the student's progress on an ongoing basis;
collaborates with the student, teacher advisor, guidance staff, other teachers, parents, Student Services staff and agencies or post secondary staff as appropriate in the development of the transition plan; and
acts as a case coordinator to maintain ongoing communication with the student's parents, teachers, support staff, Student Services staff and other related agency or hospital personnel as appropriate.
Educational Assistant:
as a member of the student’s educational team, collaborates in the IEP process;
helps the student with learning activities under the direction of the teacher;
assists with appropriate modifications and accommodations as described in the IEP;
monitors and records the student's achievements and progress relative to the expectations described in the IEP under the direction of the teacher; and
maintains ongoing communication with the student's teachers.
Student Services Personnel:
participate in the IEP process and serve on the IEP team, as requested;
help determine the student's strengths and needs;
develop strategies for incorporating into classroom routines the learning and therapy that meet the needs of the student;
train staff to implement strategies;
provide advice about materials and resources;
provide technical assistance;
act as a resource and support to the student's family;
maintain ongoing communications with the student's teacher, IEP team and relevant agency or hospital supports; and
conduct assessments as necessary, with informed parental consent.
Parents and students 16 years of age or older, must:
be consulted in the development of the IEP;
receive a copy; and
be asked to sign the IEP.
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In rare instances where parents disagree with the program developed to meet the educational needs of the student as set out in the IEP, school staff:
encourage parent dialogue and input;
consult with Student Services staff as appropriate in the development of the IEP;
regularly monitor achievement and keep parents aware of achievement of the identified goals and expectations; and
schedule regular sessions to provide feedback to parents.
Equipment
Personalized equipment may be required for some students with special needs. In these instances, the school Principal in collaboration with special education staff and the appropriate Student Services staff (i.e. Speech Pathologist, Psychologist, Physical or Occupational Therapist) determine the type of equipment that will best meet the student’s needs and ensures that the required documentation supports the claim as follows:
an assessment from an appropriately qualified professional which states the disability that the device will help ameliorate and that the particular device is essential in order for the student to benefit from instruction;
a completed SEA Claim form signed by Student Services staff and Principal;
a copy of the student’s IEP; and
comparative samples of work (where appropriate).
A regional budget for Special Equipment Amount (SEA) purchases is established for
personalized equipment expenditures. All personalized equipment meeting the SEA
requirements is ordered through Student Services in accordance with the Ministry of Education
submission timelines.
Transition Plan
Following the mandate of PPM 156, each and every student with an IEP is required to have a
transition plan.
The transition plan is reviewed and updated as part of the IEP review process. The transition
plan addresses the physical, social/emotional and learning needs of the student as they move
through their academic career.
The “All About Me (K-6) portfolio and the Individual Pathways Plan (IPP Gr. 7 to Graduation)
which are required for all students, may be used as a source of information when developing the
IEP and transition plan.
PPM 156 states that, “A transition plan must be developed for all students
who have an IEP, whether or not they have been identified as exceptional
by an Identification Placement and Review Committee (IPRC) and
including those identified as exceptional solely on the basis of giftedness.
The transition plan is developed as part of the IEP.”
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Transition planning is a team approach that involves consultation with the parents and/or
guardians, the student (where appropriate) and can involve school board support staff, school
staff, health care workers, community workers and others who support the student.
For more information on Transitions, please see Section F: Transitions
Essential Routine Health Services Plan
An Essential Routine Health Services Plan is established for a student with medical needs such as:
medication needs that exceed the standard oral/inhalant (puffers) or topical cream medications;
shallow suctioning;
administration of continuous pre-set passive oxygen;
application of condom for urinary drainage;
monitoring clean intermittent catheterization once taught;
diabetes monitoring; and
seizures.
This plan is approved by a physician, parent/guardian and the school administrator, and clearly outlines procedures to be followed in the school setting. Where there is an Individual Education Plan (IEP), this plan will become part of it.
To ensure that the health and safety needs of medically fragile children who travel unattended
on a bus are being met, schools are required to provide to Student Transportation Services, the
Essential Routine Health Services Plan and/or Emergency Health Care Plan as appropriate,
along with the Board Request for Special Transportation form.
Safety Plan
Students are best served in a classroom that is positive, supportive and has planned responses to address their academic, social/emotional and behavioural needs. Some children require specific training and instruction to help them develop self-control and strategies to manage their behaviour. The goals, expectations and strategies for doing so, are described in the student’s IEP. These skills are taught with a focus on helping the student to demonstrate them successfully under various conditions. A small number of children with disabilities, however, have specific “triggers” (sounds, actions, images etc.) that disrupt their way of behaving and cause escalated responses that impact on the safety of themselves and/or others. In these instances, a Safety Plan is developed as part of the IEP, to assist staff in recognizing, managing and de-escalating specifically targeted behaviours. When adults anticipate the triggers and recognize the warning signals, escalation of the student’s responses can often be avoided.
The Safety Plan provides a description of:
behaviours that are a concern for the safety of the child and/or others;
triggers that precipitate the behaviours;
strategies to prevent the behaviours; and
progressive interventions that are used to respond to the student’s behaviour.
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The York Region District School Board supports safe de-escalation practices and control
positions as developed by the National Crisis Prevention Institute (CPI). These techniques are
designed to safely control an individual’s behaviour until self-control is regained. Administrators
and staff members who may be required to use control positions as a last resort, must be
trained in CPI. CPI is the only physical restraint technique supported by the York Region
District School Board. In each school there must be at least two staff members with current
CPI training.
It is essential that parents and Board staff work together to share information about triggers and responses. The Safety Plan becomes part of the IEP, and as such must be regularly reviewed and revised as patterns of behaviour suggest the need for new responses. For specific details reference Standing Memorandum S33.
School Effectiveness Framework and IEPs
The School Effectiveness Framework (SEF) visits to individual schools provides an opportunity
to monitor the development and implementation of IEPs. During the school visits, administrators
are asked to provide an IEP from a primary, junior, intermediate and/or senior student as
appropriate to the elementary or secondary panel. The SEF team reviews the IEPs with the
school administrator(s) using the IEP Standards Checklist for Principals as a guide to discussing
the development of each IEP. Specific note of the SEA equipment, accommodations and staff
supporting the student provides a framework for observation during the class visits. To monitor
application of strategies outlined in an IEP, the following are questions to ask students with an
IEP:
What are you working on right now?
How do you know you are completing the work accurately?
Who supports you when completing your work?
Is this your own computer? Or do you use a computer/technology?
How does the computer help you complete your work?
What strategies or accommodations help you learn?
During a walk through the classroom, reflective questions would include:
Are there clear targets for learning?
Are they achievable?
What success criteria is evident?
What are the accommodations for each student in the classroom?
What are the relevant instructional strategies?
How are the required assistive technologies used?
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SSNET IEP Checklist for Administrators
For more information around IEP Standards, please visit: Special Education in Ontario: Kindergarten to Grade 12 Policy and Resource Guide, 2017
Student Information:
IEP Completion Date – ensure date is within 30 school days of the student’s placement within a special education program.
Safety Plan -‐ Checkbox: □ Yes or □ No
Health Support Services -‐ Checkbox: □ Yes or □ No o If yes, two additional check boxes will appear for Health Care Plan(s) and/or
Essential Routine Health Services Plan o These documents need to be scanned and attached to the request for special
transportation Note: Medical Care Plans are not included in an IEP
Rationale for developing the IEP:
Student Identified as Exceptional by IPRC: pre‐populated from student profile – not editable
Student Not Formally Identified by IPRC but Requires Special Education: pre-populated from student profile – not editable
Must include a brief statement describing characteristics of the student that make a special education program and/or services necessary
Placement Information:
Identification: pre-populated from student profile – not editable Placement: pre-populated from student profile – not editable Placement Date: determined by the IPRC Last IPRC Date: pre‐populated from student profile – not editable If No IPRC: first date of placement in a special education program
Subject, Courses or Alternative Programs to which the IEP Applies:
List of courses with corresponding teacher(s) to be updated as changes occur Program Type -‐ all subjects are listed and checked as either AC or MOD Alternative program areas are listed and checked as ALT
Evaluation:
Reporting Dates: pre-populated but editable for schools with alternate reporting dates
(i.e. BCSS, KHS, SDHS etc.)
Reporting Format: must select Provincial Report Card or Attachment to the Ontario
Report Card as appropriate
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o Secondary: Attachment to the Ontario Report Card is selected ONLY for students
who are taking K-coded courses, or for students who are receiving a mark for
significantly modified credit bearing courses (Y coded courses) and/or who are
working on alternative learning expectations (e.g., life skills, advocacy, social
skills, hearing).
o Secondary Students: student is working towards the attainment of: OSSD,
OSSC, Certificate of Accomplishment
o Elementary: Attachment to the Ontario Report Card is used in a very few
instances and selected ONLY for students who working on alternative
curriculum expectations.
Human Resources (teaching/non-teaching):
SERT is listed with type of service, frequency and location that corresponds to the student’s placement.
When student has had an IPRC, ensure this section of the IEP aligns with the statement of decision.
EA is listed with type of Service, frequency and location that corresponds to the student’s placement.
EA is listed ONLY for students who require the support of an EA on a regular scheduled basis such as a student who has a SIP claim, requiring personal care or in a Community Class.
Note: Name of EA NOT to be listed Choice of Semester 1, Semester 2, or Semester 1 & 2 OR Term 1, Term 2, Term 1 & 2 Additional information text box should be empty unless student has a SIP claim or
special notes are required.
Signatures:
Principal Signature and Date o Must sign to indicate his or her assurance that the plan is appropriate to the
student’s strengths and needs and that it meets all standards Teacher(s) Signature and Date
o Not required, but recommended Parent/Guardian/Student Signature
o Student signs if 16 years or older Principal must ensure parents, and students if 16 years or older, are consulted in the
development of the IEP
Sources Consulted Page:
Assessment Summary:
o Diagnosis that supports the identification of a student’s exceptionality is listed
o Relevant and current information as related to the need for a special education
program and/or services with date and source is included
o Percentile and numerical scores are NOT included
Student Strengths and Needs:
o Strengths and needs align with relevant assessment reports
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o Strengths are reflective of learning styles and preferences, acquired learning
skills and cognitive processing and communication skills
o Needs are reflective of broad cognitive and/or processing challenges, skill deficits
related to student’s exceptionality and/or interfere with ability to learn
o Strengths and needs are balanced
Accommodations Page:
Only specific strategies and supports that differ from normal classroom instruction and assessment (i.e. chunk information using colour codes)
o All accommodations documented in the IEP must be made readily available to the student
Accommodations are specific to the individual student o Instructional Accommodations o Environmental Accommodations o Assessment Accommodations – should reflect appropriate accommodations as
per instructional accommodations listed in the instructional accommodation column
o Individualized equipment – SEA equipment which has been deemed essential for a student to access curriculum and/or attend school
o Provincial Assessments is checked if it is an EQAO/OSSLT year for the student and permitted accommodations are listed– should reflect appropriate accommodations from the Assessment Accommodations column and consistent with those permitted by EQAO
Program Pages:
Baseline level of achievement is completed with data from most recent report card Description of achievement level for curriculum areas and with data from recent
reports/assessment/observations for alternative areas Annual Program Goals are statements describing what a student can reasonably be
expected to accomplish in a particular subject, course, or skill area by the end of the school year.
o Annual Program Goals are expressed as observable, measurable outcomes. o Annual program goals represent reasonable objectives, not rigid requirements. o Annual program goals may need to be revised as the teacher develops a better
understanding of the student’s learning processes and/or the student’s rate of acquisition of knowledge and skills change.
Annual Program Goals may be modified from overall expectations o Learning Expectations are specific, realistic and observable o Learning Expectations are included for each term o A reasonable number of Learning Expectations is included o Learning Expectations include the grade level of the expectations for curriculum
areas o Learning expectations expressed in such a way that the student and parent can
understand, to the extent possible o Assessment methods align with learning expectations and are specific o Percentages and terms such as 3 out of 4 times ONLY appear as appropriate to
instruction and assessment
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Transition Plan Page:
Must be developed and included as part of a student’s IEP If no need of transition support at this point in time, no actions required must be checked Reflects key transitions that a student makes in the course of their education Reflects student’s interests Reflects student’s strengths and needs Goals will vary depending on student’s needs (e.g., Post-Secondary, employment, future
education and /or community living. Next steps to achieve this Goal – as appropriate Actions to Date – list of actions identified for current school year to continue to progress
toward student’s goals Each action identified should have a clear timeline or completion date Future Recommendations–if possible actions for future years should be identified to:
o clarify the student’s progression towards his or her goals; o test the appropriateness of the planned steps and actions as ways to help the
student achieve the goals; o alert team members to future responsibilities
Anticipated Secondary School Graduation Year (this date will either reflect the anticipated grade 12 graduation date or June of the calendar year in which the student turns 21)
To be completed in consultation with parent/guardian and/or student
Safety Plan-as Required:
Student Information
Staff Information
Developed By
Shared With
Staff Available to Support
Sources Consulted
Personal Protective Equipment
Signature
Precipitating Factors
Triggers
Student Behaviour/Staff Response
o Anxiety/Supportive/Intervention
o Defensive/Directive/Intervention
o Risk Behaviour/Non-Violent Physical Crisis Intervention/Intervention
o Tension Reduction/Therapeutic Rapport/Intervention
All safety plans must be accompanied by Notification Risk of Injury Form A: Students with Special Needs
IEP Consultation Log:
Date/Person Contacted/Type of Contact/Actions or Outcomes
There is evidence the parent and/or the student (if 16 or older) has been part of the IEP
development and on-going updates
Should only include information around discussions pertaining to IEP
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Student Name:
Preferred Name:
Gender:
Student Number:
School:
Principal:
IEP Completed:
Safety Plan:
. .
1
03/06/2016
Yes No
Student Number:
OEN:
Date of Birth:
Grade:
Current School Year:
IEP Coordinated By:
Health Support Services:
1
201516
Jonathan Lee
Yes No
Student identified as exceptional by IPRC Student not formally identified by IPRC butrequires special education
ReportingDates:
November 2014 February 2015 June 2015
Principal Signature Date
Teacher Signature Date
Parent/Guardian
Student Information
Rationale for developing the IEP
Rationale for No IPRC:.
Date Special Education Support Initiated: 11/17/2015
Subjects, Courses or Alternative Programs to which the IEP Applies
The following staff members were consulted in the development of the IEP.
Course Teacher Program Type
Orientation and Mobility ALT
Evaluation
Reporting Format: Provincial Report Card and Attachment to the Ontario Report Card
Principal/Teacher Signatures
The principal is legally required to ensure that the IEP is properly implemented and monitored.
This IEP has been developed according to the ministry's standards and appropriately addresses the student's strengths and needs. Thelearning expectations will be reviewed and the student's achievement evaluated at least once every reporting period.
Parent/Guardian Signature
York Region District School BoardIndividual Education Plan
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Student Information
Assessment Summary
Source
Report CardDescription: Previous Report Card
Parent Consultation FormDescription: Parent Consultation
Strengths Needs
Strengths Needs
York Region District School BoardSources Consulted
Student Name:
Grade:
School:
. . Current School Year:
Date of Birth:
201516
Student Name:
Grade:
School:
. . Current School Year:
Date of Birth:
201516
Student Information
Provincial Assessments
This is a provincial assessment year Yes No
York Region District School BoardAccommodations
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Student Name:
Preferred Name:
Gender:
Student Number:
School:
Teacher:
Identification:
. .
1
Student Number:
OEN:
Date of Birth:
Grade:
Principal:
Placement:
1
Student Information
Student Interests Student Strengths Student Needs
Strengths Needs
No Transition Support is required at this time.
Transition Goals
Actions To Date
Actions Responsibility Timelines
No Actions entered
Future Recommendations
Actions Responsibility Timelines
No Actions entered
York Region District School BoardTransition Plan
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Student Name:
Preferred Name:
Grade:
School:
Identification:
. .
Student Number:
Current School Year:
Date of Birth:
SERT:
Placement:
1
201516
Jonathan Lee
StrengthsStrengths
NeedsNeeds
Student Information
Subjects, Courses or Alternative Programs to which the IEP Applies
Course Teacher Program
Type
Orientation and Mobility ALT
Report to Teachers
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Student Name:
Preferred Name:
School:
. .
Current School Year:
Date of Birth:
Grade:
201516
Student Information
Log Information
Date Person Contacted Type of Contact Actions or Outcomes
03/01/2016 Parent/Guardian Phone call Information
03/02/2016 Student Meeting Information
03/03/2016 Teachers Meeting Information
The information gathered on this form is gathered pursuant to the Education Act. The information will be used for the purpose of program planning for the student. Any general questions about theinformation gathered on this form may be discussed with the principal of your child’s school. School phone numbers are listed alphabetically in the phone book under York Region District School Boardor through the Board’s website: www.yrdsb.ca
IEP Consultation Log
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FORM P662-05 – April 2013
EMERGENCY HEALTH CARE PLAN ANNUAL UPDATE REQUIRED
_________________________________ NAME DATE:___________________________ DOB:____________________________ SCHOOL:________________________ GRADE / ROOM:__________________ TEACHER:_______________________ PHONE CONTACTS:_______________________________ PHYSICIAN:______________________ DR’s PHONE #:___________________________________ TRAINED SUPPORT PERSONNEL PARENT PHONE #:________________________________ AND BACK UP: 1._________________________________ EMERGENCY CONTACT:___________________________ 2._________________________________ ________________________________________________ ALLERGIES:_________________________________________________________________________________ DIAGNOSIS OF CONDITION:____________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ SYMPTOMS:_________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ WARNING SIGNS:______________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ACTION 1:______________________________________________________________ ______________________________________________________________ ACTION 2: ______________________________________________________________
______________________________________________________________
PHOTO
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FORM P662-05 – March 2009
-
DISTRIBUTION LIST: OSR
STUDENT SERVICES COORDINATOR
TRANSPORTATION IF APPLICABLE
RELEVANT FORMS ATTACHED:
P662-01 Referral to the CCAC of York Region School Health Support Services
P662-02 Staff Administration of Medication
P662-03 Self-Administration and Storage of Medication
P662-04 Student Medical Log
P662-06 Anaphylactic Reactions Protocol
DOCTOR’S ORDERS
IEP I/We hereby request that the York Region District School Board, its employees or agents, as out lined, administer the ab ove pr ocedure t o m y/our c hild. T he Y ork R egion D istrict S chool B oard and i ts em ployees will e xercise reasonable care and diligence in the administration of the procedures identified for the student. Parent(s)/guardians and s tudents acknowledge that the em ployees of the York Region District School Board, who will administer the related procedures, are not medically trained. At all times it remains the responsibility of the parents to ensure that clear instructions and current doctors’ orders are provided to the principal.
___________________________________________
PARENT NAME (print) ___________________________________________
PARENT SIGNATURE ___________________________________________ PRINCIPAL’S SIGNATURE
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Essential Routine Health Services Plan
Part I: Student Information
Name: _____________________________ Date of Birth: ______________________________ day/month/year School: __________________________ Homeroom Teacher: __________________________ Parent/Guardian: _____________________________ Phone: ________________home ________________work _______________________cell Emergency Contact: ___________________________________________________________ Phone: ________________home ________________work _______________________cell Physician: _________________________________ Phone: ___________________________ Description of student’s health/medical condition(s):
Complete Part II separately for each service required. Part II: Routine Care Plan
Note: Provision of medication to manage an ongoing medical condition is considered an essential routine service.
Describe the care required:
How often is this required?
Describe the student’s ability to self-administer/self-care?
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Any additional instructions (i.e. apparatus, equipment, storage, care of equipment, accessibility of medication):
Parent’s Responsibilities:
School’s Responsibilities:
Student’s Responsibilities:
Please provide any other information that would help us understand your child’s needs.
The school staff listed below have received the necessary training to provide the care described on the previous page. All Staff
Name Title
I have verified the (Name of service) may be used by the above named persons for the care of this student and find it acceptable. Authorized health care professional: ______________________________________________
Signature ________________________ ______________ ____________________ _____________ Name Phone Number Title Date OR Parent/Guardian: ____________________________ Date: ____________________
Note: the signature of an authorized health care professional may be required by the principal depending on the level of complexity of the service requested. Principal’ Signature: _______________________________ Date: ___________________ Information is collected pursuant to the Education Act and will be used for the purpose of addressing the medical needs of the student. Any general questions about the information gathered on this form may be discussed with the principal of your child’s school. School phone numbers are found at www.yrdsb.edu.on.ca. Retain: 12 months Copy Distribution: Parents, OSR
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Essential Routine Health Services Plan
Annual Review
Note: if the requirements of the service requested have changed, complete a new Essential
Routine Services form. If there are no changes, use this sign-off sheet to confirm the plan has been reviewed with the parent.
This plan remains in effect for the ______-______school year without change. Parent/Guardian: ______________________________ Date: _______________
Signature day/month/year Principal: _____________________________________ Date: _______________
Signature day/month/year _____________________________________________________________________________ This plan remains in effect for the ______-______school year without change. Parent/Guardian: ______________________________ Date: _______________ Signature day/month/year Principal: _____________________________________ Date: _______________
Signature day/month/year _____________________________________________________________________________ This plan remains in effect for the ______-______school year without change. Parent/Guardian: ______________________________ Date: _______________ Signature day/month/year Principal: _____________________________________ Date: _______________ Signature day/month/year _____________________________________________________________________________ This plan remains in effect for the ______-______school year without change. Parent/Guardian: ______________________________ Date: _______________ Signature day/month/year Principal: _____________________________________ Date: _______________
Signature day/month/year _____________________________________________________________________________ This plan remains in effect for the ______-______school year without change. Parent/Guardian: ______________________________ Date: _______________
Signature day/month/year Principal: _____________________________________ Date: _______________
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Access the full version of The Individual Education Plan – A Guide for Parents on our Board
website.